情绪调节,丧和超认知策略之间的时间依赖关系在技术介导的学习中使用
1Department of Learning and Instruction, Institute of Psychology and Education, Ulm University, Ulm, Germany.
Cognition & emotion
|June 4, 2024
概括
有效的情绪调节 (ER) 策略,如重新评估和抑制,有助于管理教育游戏中的挫折感. 这支持元认知策略的使用,这对于技术介导环境中的自我调节学习至关重要.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 人与计算机的交互
背景情况:
- 自主调节的学习对于学术成功至关重要,特别是在技术介导的环境中.
- 学习者情绪调节 (ER) 和元认知策略是自我调节学习的关键组成部分.
- 了解ER,挫折和元认知之间的相互作用对于优化学习环境至关重要.
研究的目的:
- 调查情绪调节策略 (重新评估,抑制),挫折和元认知策略使用 (进度监测) 之间的时间关系.
- 在以金融素养为重点的教育游戏的具体背景下检查这些动态.
- 提供关于学习者在扩展学习任务期间如何管理情绪和认知过程的见解.
主要方法:
- 一项涉及82名本科生使用教育游戏的纵向研究.
- 在多个时间点评估挫折程度,进度监测行为和ER策略 (重新评估,抑制).
- 在学习任务期间分析这些变量之间的时间关联.
主要成果:
- 在学习期间,重新评估和抑制策略的使用减少了.
- 这两种ER策略都与丧负相关,尽管重新评估的影响随着时间的推移而减弱.
- 挫折对进度监测产生了负面影响;压抑与进度监测的积极关联越来越大.
结论:
- 情绪调节对于通过保护认知资源来维持对元认知策略的参与至关重要.
- 在延长学习中,ER策略的时间动态很重要,随着时间的推移,抑制可能是有益的.
- 这些发现有助于设计技术介导的学习环境和干预措施,以支持自我调节的学习.
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